Guide in PDF format
Logo

Psychopedagogic Intervention in Populations With Social Difficulties

Code: 42977
Credits: 10
2026/2027
Degree programme Type Course
Psychopedagogy OP 1

Contact lecturer

Name :
Adrià Pagés Mimó
Email :
adria.pages@uab.cat

Teaching staff

Nair Elizabeth Zarate Alva
Valeska Lisbeth Cabrera Cuadros
Adrià Pagés Mimó

Group languages

You can consult this information at the end of the document.

Prerequisites

Once you have accessed the master no prerequisites are required for this module.

Objectives

The subject of "Psychoeducational intervention with people with social difficulties" is aimed at acquiring the necessary competencies to comprehensively attend to people in a socially disadvantaged situation.

In this context, the subject's general objectives are:

  • Train educational professionals to ensure the social integration of people, with special attention to those with the highest risk of social exclusion.
  • Train professionals so that they can deploy the necessary tools and show positive expectations regarding increasing the possibilities of integration and learning of the population in contexts of social and educational inequality.

And as specific objectives, the following:

  • Analyze the unique characteristics of people in contexts of social and educational inequality.
  • Identify the different psychoeducational intervention strategies for attending to people in a socially disadvantaged situation.

Learning outcomes

  • CA10 (Draw up a plan for the active involvement of the psychopedagogical teams from the different socio-educational institutions.) Draw up a plan for the active involvement of the psychopedagogical teams from the different socio-educational institutions.
  • CA11 (Generate innovative and competitive proposals in professional practice in specific educational contexts.) Generate innovative and competitive proposals in professional practice in specific educational contexts.
  • CA12 (Propose projects and actions that include the gender perspective in contexts of social and educational inequality.) Propose projects and actions that include the gender perspective in contexts of social and educational inequality.
  • KA09 (Identify the personal, social and educational needs of the population with social problems.) Identify the personal, social and educational needs of the population with social problems.
  • KA10 (Describe the key elements that enable the leadership and dynamism of educational teams working with people with social problems.) Describe the key elements that enable the leadership and dynamism of educational teams working with people with social problems.
  • SA15 (Implement preventive socio-community outreach programmes involving families and communities.) Implement preventive socio-community outreach programmes involving families and communities.
  • SA16 (Develop an attitude of participation and cooperation as an active member of the community through work in teams and with teams (in the same field or interdisciplinary).) Develop an attitude of participation and cooperation as an active member of the community through work in teams and with teams (in the same field or interdisciplinary).
  • SA17 (Encourage the participation and collaboration of families in educational processes in order to minimise social problems through the development of action plans.) Encourage the participation and collaboration of families in educational processes in order to minimise social problems through the development of action plans.

Contents

1. Plans and services for an inclusive socio-community intervention

  • Local plans for social inclusion
  • Community development plans
  • Comprehensive community action programs
  • Specialized singular services
  • Total institutions


2. Population in a socially disadvantaged situation. Conceptualization and analytical perspectives

  • Social justice and equity in education
  • Social and educational inequalities
  • People on the margins
  • Intersectional theory as an answer to the problem of fragmentation
  • Outreach work in psychopedagogy


3. Welcome and inclusion of migrant people

  • Migration and refuge. Diversity management
  • Racism. Concept, dimensions and psycho-educational intervention
  • Devices of reception and inclusion. Figure and role of the educational pshychologist
  • Areas of non-formal intervention: migrant women, unaccompanied minors...


4. Psycho-educational intervention with people with SNES

  • Educational care within the framework of an inclusive educational system: from access to transformation
  • Specific Needs for Educational Support (SNES)
  • Measures, supports and networks for inclusive education


5. Indicators of psychosocial vulnerability

  • Child abuse: Sources, biological bases, and consequences
  • Clarification of concepts. Protection and risk factors
  • Strategies and actions
  • From abuse to care
  • Family care, comprehensive health, emotional support, basic material resources...
  • Gender violence
  • Peer violence


6. Family and centers

  • Counselling, Guidance and Family Intervention in face-to-face and online environments
  • Participation and plurality of experiences of families
  • Intervention in the cases of parental problems in relation to the children


7. Coordinated multidisciplinary intervention.

  • Multidisciplinarity, interdisciplinarity and interculturality
  • Networking model and educational coresponsablity
  • Coordination between primary and secondary school; transfer of cycles; formal and non-formal centers and services
  • Prevention and guidance. Strategies


8. Resources, equipment and services within the community and referral

  • External and specific educational services
  • Mental health services
  • Services of the Department of Social Rights
  • Other singular resources and services

Learning activities and methodology

Title Hours ECTS Learning outcomes
Individual activities adressed to achieve the necessary skills to pass the module. 65 2.6 CA10, CA11, CA12, KA09, KA10
Exhibitions by teachers of content and basic issues on the agenda. It is done with the whole group class and allows exposure of the main content through an open and active participation by students. 65 2.6 CA11, CA12, KA09, SA16, SA17
Individual Treball i / or grups SuperViSAT pel professorat on mitjançant anàlisi of documents, resolució case or activitats diverses s'aprofundeix in continguts els i temàtiques treballades 120 4.8 CA10, CA11, CA12, KA09, KA10, SA15

The methodology of the subject is based on cooperative learning and the case study method. The working sessions will be theoretical, practical or mixed, in coherence with the teaching of the master's degree in psychopedagogy which has a face-to-face nature.

The theoretical sessions are organized based on lectures by the teaching staff, complemented with audiovisual resources (slide presentations, videos, etc.) as well as recommended basic bibliography. Different activities of personal training work and group work will be carried out.

Briefly, the subject makes use of the following learning methods

  • Lectures Exhibitions
  • Document Analysis and reflection
  • Case studies and simulations of professional situations
  • Work in cooperative groups
  • Tutoring
  • Group dynamics and interpersonal work
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Group intervention program 20% 0 0 CA10, CA12, KA09, SA15, SA16
Attendance and participation in class 10% 0 0 SA16
Individual critical analysis associated with the presented project 20% 0 0 CA11, KA09, KA10
Project-based learning 20% 0 0 CA11, KA09, KA10, SA15, SA16, SA17
Individual resolution of a practical case of psychopedagogical intervention 25% 0 0 CA10, CA11, CA12, KA09, SA17
Self-assessment 5% 0 0 SA16

Continuous assessment

The course adopts the continuous assessment approach, which makes attendance to class mandatory in order to ensure the acquisition and development of the programme’s specific competencies.

The assessment consists of 4 theoretical-practical learning evidences (two group-based and two individual), resulting from case analysis and the personal training work carried out. Two of them refer to topics 1, 2, 3 and 4; and two to topics 5, 6, 7 and 8.

  • Project-based learning. Preparation and defence of a group research project for problem-solving (20%). This evidence will be developed during December 2026 and January 2027 and will be submitted at the end of February.
  • Individual critical analysis associated with the presented project (20%). This evidence will be submitted at the end of February.
  • Group intervention programme (20%). This evidence will be developed in March and submitted at the beginning of April.
  • Individual resolution of a practical case of psychopedagogical intervention (25%). At the end of April 2027 this individual evidence will be submitted.

In addition, the assessment includes:

  • Attendance and participation in class (sharing and expressing opinions and reflections) (10%). It includes attendance to class and participation in classroom activities. To pass the module, the student must demonstrate a professional attitude based on respect, responsibility, active participation, confidentiality and compliance with the deontological principles of psychopedagogical practice.
  • Student self-assessment (5%). It consists of a final written reflection on the learning derived from the module. It is carried out individually. Self-assessment refers to the student’s own participation, their involvement in their learning process, the transfer of learning to their professional role, etc.). Its submission takes place at the end of April 2027.


To pass the module, it is necessary to have obtained a minimum grade of 4 in all the evidences and that, overall, the final weighted average is at least 5.

On 6 May 2027, the recovery of the previous evidences will take place (if applicable). To participate in the recovery, the student must have been previously assessed in activities that represent at least two thirds of the total module grade. To participate in the recovery, it will be necessary to have obtained a minimum grade of 3.5 in the module’s average mark.


Single assessment

The single assessment consists of the preparation of a research project with its critical analysis (40%), an intervention programme (25%), a practical test of case resolution (20%) and a theoretical review of a recommended bibliography book (15%). These activities will be submitted on 21 April and the practical test will take place on that day.

The same recovery system as for continuous assessment will be applied: the activities will be resubmitted and/or reassessed on 6 May.


Important considerations:

  • Attendance at face-to-face sessions is mandatory in both assessment systems, with a minimum attendance of 80%. Failure to comply with this requirement may result in failure of the course, given its highly face-to-face nature.
  • According to UAB regulations, plagiarism or copying of any written work or test will be penalised with a grade of 0 for that evidence, losing the possibility of recovery, whether it is an individual or group assignment (in this case, all group members will receive a 0).
  • The student will receive a “Not Assessable” grade when they have not submitted assessment activities representing at least 30% of the total module grade.
  • Feedback, returns or grading of evidences will be carried out within a period not exceeding 20 working days.
  • In case the module is failed, the student must re-enrol in the module in the next edition of the master’s programme. In this case, no grades from previous evidences will be kept.
  • In this course, the use of Artificial Intelligence (AI) technologies is allowed exclusively as support tasks, such as text correction, translation, idea generation, initial content organisation or preliminary conceptual exploration. These tasks may not replace, under any circumstances, the systematisation or usual processing of data nor the student’s main responsibilities as author of the work, such as original writing, data management and processing, critical analysis or discussion of results.
  • The student must clearly identify which parts of the work have been generated with AI technologies, specify which tool has been used (including version and specific function), and include a critical reflection on how the use of AI has influenced the process and the final outcome of the work. This reflection may be included in the appendix or methodological chapter, as appropriate.
  • Lack of transparency in the use of generative AI tools will be considered a breach of academic honesty and may lead to partial or total grade penalties, as well as more severe sanctions in serious cases, in accordance with institutional regulations.
  • Furthermore, the student must demonstrate that the AI tools used comply with appropriate criteria of confidentiality, data security, copyright protection and content reliability, as established by good editorial and research ethical practices.
  • To pass this course, the student must demonstrate good general communicative competence, both orally and in writing.

Bibliography

Ballestín, B. (2017). Infants i joves d'origen immigrant a Catalunya: un estat de la qüestió socioeducativa. Fundació Jaume Bofill. https://fundaciobofill.cat/uploads/docs/i/8/o/x/7/f/q/m/i/estatquestio_documenttreball_30_beaballestin_300317.pdf

Barton, L. (Comp.). (2008). Superar las barreras de la discapacidad. Morata.

Barudy, J., Dantagnan, M., Comas, E., & Vergara, M. (2014). La Inteligencia Maternal. Manual para apoyar la crianza bien tratante y promover la resiliencia de madres y padres. Gedisa.

Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry H. (2018). Experimentar la TCC desde dentro. Manual de autopráctica/autorreflexión para terapeutas. Desclée De Brouwer.

Bhabha, J. (2019). Children on the move in the twenty-first century: developing a rights-based plan of action. En, Suárez-Orozco, M. (ed.), Humanitarism and mass migration (pp. 83-98). Simpson.

Brinkmann, S. (2022). Pensar. En defensa de una vida reflexiva. Koan.

Budal, S., Poujol, V., Sánchez Martí, A., Gril, A., Kodele, T., Kustec, K., Poštrak, M., Dobrovoljc, A., Žalec, N., Berc, G., Majdak, M., Hanin, L., Pizzo, C., Ferrarini, V., & Maciariello, G. (2023). Bridging pathways with inclusive and transformative outreach frameworks. Training programme (Tender puentes para un planteamiento sistémico de "outreach". Programa de formación). Universitat Autònoma de Barcelona. https://ddd.uab.cat/record/302301

Burke, N. (2021). El pozo más profundo. Sanar los efectos a largo plazo de las experiencias infantiles de la vida. Eleftheria.

Castellanos, N. (2022). Neurociencia del cuerpo. Cómo el organismo esculpe el cerebro. Barcelona: Kairós.

Castillo, M. (2005). Algunes reflexions entorn de la conceptualització de la infància i adolescència en risc social a l'Estat espanyol. Educar, 36, 31-47. https://raco.cat/index.php/Educar/article/view/39741

Celorio, J. J. (2020). Transitar de la Educación para el Desarrollo a la Educación para una Transición Emancipadora. Retos alternativos a la crisis civilizatoria de la Modernidad. UPV/EHU. https://publicaciones.hegoa.ehu.eus/es/publications/440

Cored, A. (2015). De la terapia racional emotivo conductual a la educación racional emotiva diversidad de pensamientos. Educación y diversidad, 9(1-2), 61-72.

Departament de Drets Socials i Inclusió (s.d). Pobresa i inclusió social. https://dretssocials.gencat.cat/ca/ambits_tematics/pobresa_i_inclusio_social/

El Khayat, M., & Rivero, M. (2021). L’acompanyament i l’orientació en la parentalitat a famílies en entorns de diversitat cultural: Ser mare al Pakistan, ser mare del Pakistan. Àmbits de psicopedagogia i orientació, 55, 57-66. https://doi.org/10.32093/ambits.vi55.5029

Ezquerro, A. (2023). Apego y desarrollo a lo largo de la vida. Sentilibros.

Fernández, C. (2019). Melancolía clínica y transmisión generacional. Xoroi.

Fernández, L. (2013). Intervención con familias y atención a menores en riesgo social. McGraw-Hill.

Gibson, L. (2015). Hijos adultos de padres emocionalmente inmaduros. Cómo recuperarse del distanciamiento, del rechazo o de los padres autoinvolucrados. Sirio.

Gijón, M. (2020). Pedagogia, somriure i reconeixement. Elements per construir el vincle educatiu en contextos de vulnerabilitat. Compàs d'amalgama, 1, 38-44. https://revistas.unav.edu/index.php/estudios-sobre-educacion/article/view/35165

González, A. (2023). ¿Por dónde se sale? Planeta.

González, R., Gullón, P., González, A. & Carmona, M. (Coords). (2022). Transformar los barrios para evitar el sufrimiento psíquico. Una mirada salubrista a la salud mental. Asociación Española de Neuropsiquiatría.

Guerrero, R. (2018). Educación emocional y apego. Pautas prácticas para gestionar las emociones en casa y en el aula. Planeta.

Heras, J. B. (2013). Adolescentes en conflicto: una experiencia educativa con jóvenes en riesgo social. Editorial CCS.

Jay, M. (2016). La década decisiva. Por qué son importantes de los veinte a los treinta años y cómo sacarles el máximo partido ahora. Asertos.

Marco, E. (2017). Dispositivos de control y reproducción de desigualdades en la intervención con jóvenes migrantes. Revista de Sociología de la Educación-RASE, 10(1), 50-63. https://doi.org/10.7203/RASE.10.1.9268

Martí, J. J. (Coord.) (2022). Manual de telesalud mental. Tecnologías digitales en la práctica clínica. Pirámide.

Morell, M. (2023). Teoría del apego y crianza natural en los juzgados de familia. Publicacions URV.

Pérez Lizeretti, N. (2012). Terapia basada en inteligencia emocional. Milenio.

Pérez, G. (2011). Intervención sociocomunitaria. UNED.

Perry, B., & Szalavitz (2016). El chico a quien criaron como perro. Capitán Swing Libros.

Pinker, S. (2022). El efecto aldea. Cómo el contacto cara a cara te hará más saludable, feliz e inteligente. Funambulista.

Recalti, M. (2022). La luz de las estrellas muertas. Ensayo sobre el duelo y la nostalgia. Anagrama.

Rivas, A., Rodríguez-Marrtín, A., & Forteza, D. (2021). Inclusión, Justicia Social y Desarrollo Comunitario: Desafíosy dilemas para la intervención socioeducativa avanzada en la era postcoronavirus. Revista Prisma Social, 33, 1-3. https://revistaprismasocial.es/article/view/4342

Roche, R., & Escotorin, P. (2018). Cuidar con actitud prosocial. Nuevas propuestas para cuidadores. Ciudad Nueva.

Rodó-Zárate, M. (2021). Interseccionalitat. Desigualtats, llocs i emocions. Tigre de paper.

Rojas-Estapé, M. (2018). Cómo hacer que te pasen cosas buenas. Espasa.

Sánchez, A., Pàmies, J., Caravaca, A., & Llos, B. (2022). Towards a Common Public Culture? Boundaries to Belonging in Catalonia. Social Inclusion, 10(2), 132-142. https://www.cogitatiopress.com/socialinclusion/article/view/4943

Schore, A. (2022). El desarrollo de la mente inconsciente. Eleftheria.

Secanilla, E. (2016). La atención psicoeducativa en la primera infancia. UOC.

Secanilla, E. (2019). Supermentes. Reconocer las altas capacidades en la infancia. Gedisa

Secanilla, E. (2021). Diamantes escondidos. 11 historias de jóvenes y adultos con altas capacidades. Gedisa.

Secanilla, E., & Zárate, N. (2022). iTutoría Universitaria: Una herramienta de empoderamiento durante la covid-19. Revista Psicológica Herediana, 14(2), 41-46. https://doi.org/10.20453/rph.v14i2.4175

Suárez-Orozco, C. (2019). A compassionate perspective on immigrant children and youth. En, Suárez-Orozco, M. (ed.), Humanitarism and mass migration (pp. 99-122). Simpson.

Subirana, M., & Cooperrider, D. (2013). Indagación apreciativa: Un enfoque innovador para la transformación personal y de las organizaciones. Kairós.

Tarrés, S. (2023). Mi hijo me cale mal. Plataforma Editorial.

Urrea-Monclús, A., Rodríguez-Pérez, S., Sala-Roca,J., & Zárate-Alva, N. (2021). Instrumentos psicoeducativos para la intervención en pedagogía social: validación criterial del test situacional desarrollo de competencias socioemocionales de jóvenes (DCSE-J). Pedagogía Social. Revista Interuniver­sitaria, 37, 55-68. https://doi.org/10.7179/PSRI_2021.03

Valdés, M. (2021). Vulnerabilidad social, genealogía del concepto. Gazeta de Antropología, 37(1), artículo 01. http://hdl.handle.net/10481/68424

Van der Kolk, B. (2015). El cuerpo lleva la cuenta. Cerebro, mente y cuerpo en la superación del trauma. Olivella.

Vilà, R., Freixa, M., Sánchez-Martí, A., & Mateo, M. (2021). Child and Adolescent Care Services: Addressing the Vulnerability of Unaccompanied Minors in Barcelona. En, Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education (pp. 16-36). IGI Global. https://doi.org/10.4018/978-1-7998-7283-2.ch002

Villar, F. (2022). Morir antes del suicidio. Prevención en la adolescencia. Herder.

Zárate, N., & Sala-Roca, J. (2019). Socio-emotional skills of girls in care and young mothers in care. Children and Youth Services Review, 100, 50-56. https://doi.org/10.1016/j.childyouth.2019.02.036

Zárate, N., & Soldevilla, A. (2019). Guía de Actividades para el Desarrollo de Competencias Socioemocionales. Dipòsit digital de la UAB. https://ddd.uab.cat/record/256248?ln=ca

Zárate, N.; Arnau-Sabatés, L., & Sala-Roca, J. (2017). Factors influencing perceptions of teenage motherhood among girls in residential care. European Journal of Social Work. https://doi.org/10.1080/13691457.2017.1292397


Software

No software needed.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TEm) Theory (master) 1 Catalan annual afternoon